语言学, 本领域期刊类期刊, -365足球

google translate (gt) has become a popular machine translation (mt) tool among language learners, received by instructors with excitement over its pedagogical potential and concerns about its possible misuse in the classroom, particularly when this misuse goes undetected. this study investigated the suitability of natural language processing (nlp) software for the automated detection of mt use in second

word processing during reading is known to be influenced by lexical features, especially word length, frequency, and predictability. this study examined the relative importance of these features in word processing during second language (l2) english reading. we used data from an eye-tracking corpus and applied a machine-learning approach to model word-level eye-tracking measures and identify key predictors

multi-word expressions (mwes) are fixed, conventional strings of language (e.g. idioms, collocations, binomials, proverbs) which have been found to be widespread in language use. research has shown that mwes exhibit an online processing advantage over control phrases by first language (l1) and second language (l2) speakers. while this line of research has helped us better understand the nature of mwes

reading experience provides critical input for language learning. this is typically quantified via estimates of print exposure, such as the author recognition test (art), although it may be unreliable in l2. this study introduces the author fluency task (aft) as an alternative measure, comparing with art for assessing knowledge of english discourse connectives and collocations among 60 bilingual french/english

we corroborate findings showing a disparity in one’s willingness to update political beliefs in the face of counterevidence among bilinguals, examining the role of the foreign language effect (fle) on belief maintenance. 133 liberal english-spanish bilinguals and 70 english monolinguals showed that belief change on political issues is lesser than on nonpolitical issues following counterevidence. bilinguals

acoustic variability refers to variations in speech that do not alter linguistic content. previous studies have demonstrated that acoustic variability improves second language (l2) word learning when varying talker, speaking style, or speaking rate but not amplitude or fundamental frequency (barcroft & sommers, 2005; sommers & barcroft, 2007). the current study examined the effects of region-based

a large body of literature has examined perceptual training, especially using the high variability phonetic training (hvpt) technique, where multiple talkers are included in the training set to help learners develop more accurate additional (second) language (l2) speech sound categories. yet, most experimental studies focus on relatively short-term gains using a pre-post–delayed design, providing limited

previous studies show that bilingual toddlers who develop their first language (l1) alongside another language can show early stabilization in the l1. this study investigates grammatical development of l1 cantonese in children with very early onset of english before age 3 (earlier-onset bilinguals/eb, n = 31), with matched later-onset bilinguals (lb, n = 21) as the baseline. input characteristics and

the current body of literature on model texts as a written corrective feedback (wcf) technique has primarily examined the interaction among participants, or the quality of written drafts. however, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. using a longitudinal design, the research involved 60 children

al-hoorie, hiver, and in’nami (2024) offer compelling arguments for why l2 motivational self-system research is currently in a state of validation crisis. seeking a constructive resolution to the crisis, in this response we argue that two fundamental conditions are needed for the field to emerge stronger: psychological readiness and methodological maturity. for psychological readiness, we call for

boredom, though a significant emotion in second language acquisition, has received less attention compared with anxiety and enjoyment. existing research on the effects of boredom presents mixed findings. to date, no study has systematically synthesized evidence regarding its impact on language achievement and its potential moderating factors. this study addresses this gap by conducting a meta-analysis

learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. in this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation

past research suggests that novel word learning is facilitated by multimodal contexts, which enrich semantic representations and strengthen memory traces. we explored whether environmental sounds (e.g., a creaking door) facilitate foreign language (fl) word learning. in all, 36 spanish-speaking natives learned 60 written spanish–fl word pairs, each accompanied by one of three sound conditions: a congruent

people’s decisions may change when made in a foreign language (fl). research testing this foreign language effect (fle) has mostly used scenarios where uncertainty is expunged or reduced to a form of risk, whereas real-life decisions are usually characterized by uncertainty around outcome likelihood. in the current work, we aimed to investigate whether the fle on decision-making extends to uncertain

despite the increasing prevalence of multimodal approaches and multimodal composing (mc) in chinese as a second language (csl) instruction, whether mc can positively impact the writing performance of csl learners remains to be further explored. this study focuses on advanced-level csl learners and investigates the impact of mc on their writing performance through a quasi-experimental study involving

guided by sociocultural theory, this single-case narrative inquiry views language assessment literacy development as a process of language assessment concept formation and examines how a teacher’s language assessment concepts were formed, what sociocultural elements mediated those concept formations, and how the focal teacher emotionally experienced those concept formations. to fulfill these aims,

while the importance of materials in second language (l2) learning and instruction has been widely acknowledged, research on how materials mediate classroom interactions are still relatively scarce. this, however, is crucial considering the complex interplay among teacher, students and materials in classroom interactions. the study investigates this issue from an ecological perspective, regarding students’

this survey study explored the role of three psychological individual factors (trait emotional intelligence, emotion regulation style, and emotion regulation difficulty), one work-related individual factor (teaching experience), and one work-related contextual factor (class size) in different facets of language teachers’ well-being. to capture well-being, a sample of 254 language teachers completed

recent reviews of the application of positive psychology (pp) in language education have identified a theoretical debate, the efficacy of pp interventions, and the nexus between culture and pp interventions as the three main underexplored issues. furthermore, the need for pp to broaden its scope to include language teachers has been highlighted in the relevant body of literature. in response to these

previous l1 syntactic processing studies have identified the crucial left frontotemporal network, whereas research on l2 syntactic processing has shown that learner factors, such as l2 proficiency and linguistic distance, can modulate the related networks. here, we developed a function-word-based jabberwocky sentence reading paradigm to investigate the neural correlates underlying chinese l2 syntactic

in a close replication study of darcy et al., (2016), huensch (2024) reported a lack of clear relationships between inhibitory control (ic) and phonological processing, contrary to the initial findings. given the general unreliability of response-time differences, which are often the basis of ic measures and could potentially mask small effects, we performed secondary analyses on huensch’s (2024) open

various health departments worldwide needed to react to the coronavirus disease 2019 (covid-19) pandemic: first, conveying information about the virus itself, and later, announcing and promoting vaccinations. multilingual, multimodal communication is essential during a crisis. studies from early in the pandemic show some positive efforts and shortfalls in language inclusivity. we build on these to

this introduction to the special issue situates critical reflection as a central praxis for decolonizing language teacher education (lte). against the backdrop of persistent colonial, racial, and neoliberal injustices in global educational systems, we propose a critical reflection framework as an organizing structure through which to examine and disrupt dominant pedagogical paradigms in lte. we clarify

coteaching is widely adopted in k-12 second/foreign language education, yet its models are not fully understood. this systematic review examines 35 empirical studies from 1998 to 2024, exploring the effects, challenges, and potential of this pedagogical approach. results indicate that k-12 classrooms mainly employed the two-teacher-one-language and the one-teacher-one-language approach, with the most

contemporary language education aims to promote 21st-century core thinking-related competencies. achieving this goal requires empowered teachers with strong beliefs and practices that support effective language instruction. in this context, english-as-a-foreign-language instructors’ understanding of creative and critical thinking plays a crucial role in integrating critical thinking standards into

this article explores the coloniality of language from decolonial feminist and critical ecological linguistic frameworks, centering and building on the notion of conquistador–settler grammars. through moments in our research in chile, guatemala, and the united states, we analyze the multiple ways conquistador–settler grammars are embedded in language (teacher) education and enact violence and erasure

bilinguals with aphasia routinely experience anomia in one or both of their languages that may be ameliorated by language treatment. traditionally, treatment response has been captured by binary scoring systems that measure the presence or absence of improvement without examining how word retrieval attempts may change over time as a function of treatment. this study analyzed word retrieval errors and

we investigated the interactive effects of bilingualism and sleep on executive functioning at the behavioral level. we conducted two experiments using two independent samples of bilingual young adults, the flanker task to assess executive performance, the pittsburg sleep quality index to measure retrospective sleep quality over a one-month period and the insomnia severity index to assess insomnia-related

understanding high-variability speech is particularly challenging for second-language (l2) learners due to difficulties with extrinsic normalization, a perceptual strategy utilizing contextual cues to overcome speech variability. this study investigates the neural correlates of these difficulties among mandarin speakers learning cantonese, using eeg. behaviorally, mandarin learners demonstrated a significant

this study examines critical language‐related events (clres) experienced by 28 teacher candidates (tcs) from various content areas at a us hispanic‐serving institution, employing a critical reflection framework. through narrative inquiry, it examines how these events shape tcs’ worldviews and behaviors about language use, language learning, and language teaching. the research identifies six main types

in this study, i analyze how 15 world language (wl) preservice and in‐service teachers in the united states negotiated the concept of translanguaging in an online, asynchronous educational linguistics class. integrating language orientations, an ecological model of language teacher agency, a critical reflection framework, and a critical translingual stance, i describe how participants imagined the

in 2020, donald freeman revisited his influential 1998 work on the knowledge base of language teachers. he argued for a necessary reexamination of language teachers in today’s context. this reevaluation, according to him, is crucial to create new interpretations of the knowledge base that accurately reflect the changes driven by the field and work over the years. attending to this call, this study

learners’ foreign language engagement (fleng) plays a crucial role in language acquisition, yet its mediating influence between learner emotions and willingness to communicate (wtc) in a second language (l2) remains underexplored. this study investigates how emotional contexts—including positive emotions such as foreign language peace of mind (flpom) and foreign language enjoyment (fle), as well as

this study tested whether native chinese (l1) readers whose second language (l2) was english could activate l2 translations of l1 words during l1 sentence reading. chinese–english bilinguals read chinese sentences silently, each containing a target word whose parafoveal preview was manipulated. to test cross-language semantic activation, each target word was paired with an identical, an unrelated and

language-switching sometimes causes delayed responses, especially when switching from the later-acquired languages (here, l2) to the dominant native language (l1). it is well-established that language proficiency plays a role in production, but what about language context (i.e., the ratio of l1 and l2)? we investigated language context within two language production processes: “top-down” (naming pictures)

recent work in the field of second language (l2) learning and teaching has aimed for improved representativeness by including older adult participants. findings to date suggest not only that it is perfectly possible to learn a new l2 late in life, but also that, compared with younger samples, third-age learners’ success may be less dependent on the nature of the instructional approach they are exposed

analyzing the relationship between argument structure construction (asc) use and language learning has been an important area of investigation in second language (l2) studies from a usage-based constructionist approach. previous studies have shown that advanced l2 learners’ language use demonstrates greater asc diversity, less frequent asc-verb combinations, and stronger asc-verb associations. however

the rise of translation technologies has transformed language learning, offering english-related majors valuable tools for overcoming linguistic barriers and enhancing translation performance. however, the interplay of key factors influencing the actual use of these technologies among this demographic remains underexplored. this study investigates the relationships between second language (l2) motivation

based on recent discussions on language and decoloniality and employing an ethnographic approach, this article examines a teacher education program in “primary intercultural education” at a public university in the southern peruvian andes, in a context with a majority quechua‐speaking population and youth with diverse bilingual trajectories. the goal of this article is to complexify the categories

exposure to multiple languages may support the development of theory of mind (tom) in neurotypical (nt) and autistic children. however, previous research mainly applied group comparisons between monolingual and bilingual children, and the underlying mechanism of the observed difference remains unclear. the present study, therefore, sheds light on the effect of bilingualism on tom in both nt and autistic

we closely replicated ellis and sagarra (2010b), a seminal study that demonstrated clear effects of blocking in second language (l2) learning. in that study, english‐speaking learners completed different types of pretraining about latin temporal expressions (adverbs, verbs, none) to investigate how knowledge about specific cues influenced l2 outcomes. results showed that the type of pretraining strongly

languages shape worldviews, inform teacher values and behaviors, and are not disconnected from local political, sociocultural, and ecological contexts. for indigenous peoples, language, land, and culture are inseparable. in contrast, english carries a human‐centered, colonial, imperialist, and assimilationist legacy that persists in language teacher education. with the unabated global spread of english

in this article, we critically examine the ontario, canada secondary french as a second language (fsl) curriculum to unpack the ways it both resists and perpetuates colonial, racist, and oppressive discourses. by engaging in this analysis, we aim to inspire language teacher educators to envision and critically engage with alternative, anticolonial, feminist frameworks that challenge dominant paradigms

recent studies showed contradictory results with regard to the implementation of proactive language control during bilingual sentence production. to add novel evidence to this debate, the current study investigated the blocked language order effect, a measure of proactive language control that has previously only been examined in single-word production. more specifically, bilingual participants completed

argumentative writing has long been recognized as challenging for english second language (l2) writers yet central to their academic success in educational settings. this article investigates the effectiveness of a writing instructional enrichment program informed by diagnoses from dynamic assessment (da) in promoting l2 learners’ argumentative writing abilities. grounded in vygotskian sociocultural

the prominence and significance of research on specific learning differences (splds) in language learning, teaching, assessment, and teacher education have substantially increased in the past ten years, which justifies the need to review the findings of studies conducted in recent years. the growth of the field also requires that the scope of the review is extended to research in the area of l2 assessment

using multimodal conversation analysis, this study examines how assessments function as interactional resources for managing second language (l2) discussion topics in conversation for learning (cfl) contexts. drawing on nine hours of video-recorded discussions, we analyse how students initiate and expand topics through assessments directed at either the primary speaker or third parties. our guiding

given the strong influence of vocabulary knowledge on l2 learners’ text comprehension (schmitt et al., 2011), assessing the vocabulary demands of foreign language (l2) input is a crucial challenge for both l2 educators and researchers. to do so, a well-established step for the design, selection, and empirical analysis of l2 input is to use tools for lexical profiling. this involves categorising a text’s

word age of acquisition (aoa) influences many aspects of language processing, including reading. however, reading studies of word aoa effects have almost exclusively focused on monolingual young adults, leaving their influence in other age and language groups little understood. here, we investigated how age (childhood, young adulthood) and language background (monolingual, bilingual) influence word

early language development has rarely been studied in hearing children with deaf parents who are exposed to both a spoken and a signed language (bimodal bilinguals). this study presents longitudinal data of early communication and vocabulary development in a group of 31 hearing infants exposed to british sign language (bsl) and spoken english, at 6 months, 15 months, 24 months and 7 years, in comparison